Title: Reproductive Round About -- Author(s): Regina M. Sourwine -- Grade Level: 10th -- Subject Matter: Regents Biology -- Synopsis: Provide student the opportunity to show the educator the student's understanding well beyond classroom instruction.

Title III Learning Experience

LE Title: Reproductive Round About	Author(s): Regina M. Sourwine
Grade Level: 10	School : Lyme Central School
Topic/Subject Area: Regents Biology	School Address: P.O. Box 219 Chaumont, NY 13622
Email: rsourwine@lyme.moric.org	School Phone/ Fax: 315-649-2417 315-649-2812

Learning Context

Purpose or Focus of Experience

This learning experience was written to provide the student the opportunity to show the educator the student’s understanding well beyond classroom instruction. This will also expand previously learned material related to their reproduction unit. It allows the student to use a variety of presentation methods such as the internet, videos, CD-ROMs, Microsoft Power Point, scanned pictures and audio clips. The project allows the students to link the MST standards with the Regents Biology syllabus. The goal of this lesson is to expand the student’s knowledge in a topic that interests them that is related to reproduction and to prepare the student for the exam at the end of the Reproduction unit.

Connection to Standards

ELA Standard 1 - Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding.

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas, discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely and comprehensibly.

ELA Standard 2 - Language for Literary Response and Expression

Students will read, write, listen, and speak for literary response and expression.

Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Speaking and writing for literary response involves presenting interpretations, analyses, and reaction to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multi-layered.

ELA Standard 4 - Language for Social Interaction

Students will read, write, listen, and speak for social interaction.

Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

MST Standard 2- Information System

Students will access, generate, process, and transfer information.

Information System

Key Idea #1: Information technology is used to retrieve, process, and communicate information and as a toll to enhance learning.

Benchmarks:

Prepare a multimedia presentation demonstrating a clear sense of audience and purpose.

Access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic networks, including the internet.

Key Idea #3: Information technology can have a positive and negative impacts one society, depending upon how it is used.

Benchmark:

Use graphical, statistical and presentation software to present project to fellow students.

Essential Question

What is reproduction and how does it relate to life?

Content Knowledge

Declarative	Procedural
Students will know what an ectopic pregnancy is.	Student will be able to expand their knowledge about reproduction.
Students will know the difference between fraternal and maternal twins’ embryonic development.	Student will be able to present a Microsoft Power Point presentation on a topic related to reproduction.
Students will know what role the environment has on reproduction.
Students will know how to explain the transformation of abortion in the United states.
Students will know about alternatives related to intercourse.

Procedure

Prior to class students will have already had a class on how to research using various avenues such as internet sites (which are listed below), ERIC, CD-ROMS, video and audio clips, and written information sources.

Students will research using sites that are book marked on the computer.

Students will be given a list of topics to choose from for their presentation.

PRESENTATION QUESTIONS: REPRODUCTION

What is ectopic pregnancy? List three places it may occur and any problems that may arise. Is there any treatment available today and what are they?
Compare and contrast the embryonic development of fraternal and maternal twins.
What role does the environment play in development of fraternal and maternal twins? Explain five ways the environment can affect development and give examples of each.
Describe, with diagrams and explanations, the embryonic development of the human face.
Sperm banks, frozen embryos and surrogate mothers are all societal issues that we must face. Describe the pros and cons for each one.
Explain the abortion battle in this country and you must include a timeline.
Develop an advertisement that will teach teens about alternatives to intercourse.
Rituals exists related to reproduction in various wildlife such as fluffing feathers, swelling of throat pouches, dancing and many more. Choose four organisms and explain or show these procedures and explain how these procedures make them better adapted to their environment.

Students will have twenty-four hours to choose their topic from the above list for their presentation. Each student will also pick three alternates as well. In order to remedy everyone picking the same question, each student will pick a number out of a paper bag to determine who will pick their topic first, second and so-on.

Students will also fill out the contract shown below in which the student will stipulate exactly what they are going to present and how they are going to do it. Parental signature is requested to maintain parental involvement in educational process. Students should be given 24 hours to fill out and bring in to class for teacher changes and approval.

CONTRACT FOR PRESENTATIONS

Purpose:

The purpose of the contract is to get PRIOR APPROVAL for the presentation that you selected.

Each contract must include:

the presentation question that you would like to do

detailed explanation of HOW you will do your presentation

a description of what you will turn in to be graded

a parent and teacher signatures

( BEFORE you start the project-or you will NOT get credit!!!!)

NAME:___________________________________________________

PRESENTATION TOPIC:________________________________

What is the topic you have chosen?

Give a detailed explanation of how you will complete the project.

Describe the completed items you will turn in to be graded.

Parent Signature:________________________Date:_______

Teacher Signature:_______________________Date:_______

Each student will receive a "Presentation Rubric" to be used as a guide as to what is expected of them. (see Teacher/Student Rubric)

Teacher will show students a brief Microsoft Power Point presentation using varied methods of presentations such as clip art, scanned pictures, CD-ROMs, audio clips, and drawings.

The students’ presentation will be in the same format to include a variety of visual effects such as clip art, audio and video clips, and scanned pictures (inserted at various points in the presentation). Students must include a minimum of two clip arts, one audio clip, one video clip, and two scanned pictures.

Instructional/Environmental Modification

Resource Room is advised of the activity. A sample Power Point presentation is provided for resource students for modeling purposes.

Spell checker on computer can be used to make sure that there aren’t any spelling errors found in descriptive portion of student presentation.

Time Required

This learning experience will take two forty-five minute periods for teacher instruction on the use of Microsoft Power Point for presentations. This will include on period of student practice. I have, in the past, provided out of class time and in class time for student preparation. I have found that by giving students class time, I am better able to monitor their progress and give student additional help as needed. It takes approximately 10 minutes for each student's setup and presentation so it is feasible to have three to four students present per period. With this as a guide, eight periods is sufficient to finish an entire class of presentations.

Resources

computers with Microsoft Office 1998 biological based CD-ROMs such as Adam: The Inside Story biological texts for scanning purposes audio clips

Internet links:

The Biology Place: http://www.biology.com

Biological Principles: http://www.whitman.edu/Departments/Biology/classes/B11/B11.html

Disease fact sheet: gopher://gopher.health.state.ny.us/11/.consumer/.factsheets

Hotlist Health: http://sln.fi.edu.hotlist/helath.html

The MIT Biology Hypertextbook Home Page: http://esg-www.mit.edu:8001/esgbio/7001main.html

Virtual Medical Center- Martindale’s Health Science Guide: http://www.sci.lib.uci.edu/~martindale/Medical.html

Cybertown Campus Biology and Life Science School: http://www.cybertown.com/campbio.html

WWW sites for Biological Sciences Education Resources: http://www.-hpcc.astro.washington.edu/scied/biology.html

The World Lecture Hall: http://wwwhost.cc.utexas.edu/world/instruction/index.html

Assessment Plan

Presentation Rubric: (Teacher/Student Rubric)

Total: 40 points

Name:________________________

Topic or question: _________________________

Pre-check: (4 points)

_______ Sources (2 points) Please list as works cited

_______ Audio visual aids (video clips, audio clips, clip art) (0.5 points)

_______ Organization (introduction, body, conclusion) (0.5 points)

_______ Handouts (summary due 24 hours prior to presentation) (0.5 points)

_______ Time of practice run ___ minutes (5 minutes minimum /10 maximum) (0.5 points)

(this is to be done at home of after school with the teacher)

Presentation: 36 points

_______ Sources: (4 points)

Organization and Flow of Presentation Comments:

_______ Organization (8 points)

_______ Audio visual aids ( appropriate amount of clipart, audio/video clips) (8 points)

_______ Transition (4 points)

_______ Hndouts (2 points)

_______ Content Validity (8 points)

_______ Did you answer the question? (2 points)

Self Evaluation:

Name : ____________________________ 10 points

Topic or question: _________________________

What two things did you like about this presentation topic? (2 points)
What two things did you like least about this presentation topic? (2 points)
What are the worst parts of the work you did for this presentation topic? How could you improve it? (2 points)
Describe four things that you learned about biology from doing this presentation topic? (2 points)
What advice would you give future students who might select this presentation topic? (2 points)

Student work

Examples will be made available by sending a 100 MB Zip disk with a post marked return envelope to the address above.

Reflection

Students were exited about being able to choose what they wanted to do in regards to a topic as well as being able to use varied technological based equipment. Many enjoyed being shown how to use what they learned immediately and were able to see immediate progress.